This article is a follow-up to an earlier paper on the mathematics support learning tutorial programme (SLT), an intervention programme at The University of Queensland that targets students considered to be at risk of failing Calculus and Linear Algebra I, the first tertiary level mathematics subject at The University of Queensland. The first…

Evidence on the effect of extending the school day is decidedly mixed because of the stark differences in how schools use additional time. In this paper, I focus narrowly on the effect of additional time used for individualized tutorials. In 2005, MATCH Charter Public High School integrated two hours of tutorials throughout an extended day. The…

This paper is a case study of the impact of a community-based, collaborative, mentoring intervention on the academic and personal success of a group of 32 students who were enrolled in Rowland Hill Latham Elementary School in the Winston-Salem/Forsyth County Schools during the year that the North Carolina Department of Public Instruction…

The tutorial program for students at Indiana University's School of Law has proven to be worth the investment of serious effort and has had benefits beyond the identification of capable and noncapable students. (MSE)

Title I reading and math outcomes for the school years 1980-81 and 1981-82 in the District of Columbia's public schools (grades 1, 2, 3 and 7) are the subject of this report. In both school years, achievement gains in reading exceeded program objectives for grades 3 and 7 but not for grade 2 (grade 1 scores were not used due to a technical…

Children's, teachers' and principals' reports are used to estimate the extent of tutoring activities in Israeli elementary schools and to provide information on their implementation. Eight studies evaluating the tutoring process and its effect on achievement, motivation, and self-concept are described. The data show that about 5% of elementary…

This article presents three related evaluation studies looking at the effectiveness on achievement and motivation of Reading Together, a cross-age peer-tutoring reading program. The effects on tutees, tutors, teachers, and parents were monitored. The advantages of Reading Together began to accrue during the second and third phases of the program.…

The relationship between coaching and subsequent performance on the SAT I is a complex issue. Overall, anecdotal reports from one or two students and even studies that gauge the effects of coaching by examining the score gains for students who have enrolled in these programs are highly misleading and will not present an accurate picture of the…

Two tables summarize effects of mentoring in 10 middle schools in De Kalb County (Georgia) and from mentoring programs sponsored by the Big Brothers/Big Sisters organization. Both sets of programs show improved attendance and improved conduct, and the Georgia programs were associated with better grades. (SLD)

The America Reads challenge makes a national commitment to the goal that every child will read independently and well by the end of the third grade. The primary means of achieving this goal is to place one million volunteers in schools to tutor children in reading. However, little is known about the effectiveness of using volunteer tutors in the…

Reading Recovery is an early intervention program designed to reach first-grade students who are having the most trouble learning to read. Students meet daily with specially trained teachers for an average of 12 to 20 weeks. Reading Recovery began in the Austin (Texas) Independent School District in 1992-93. In 1993-94, Reading Recovery served 268…

In 1982-83, the program evaluated here provided tutorial and supportive services to approximately 50 Spanish-speaking students of limited English proficiency (LEP) in grades 9-12 at Clara Barton High School, Brooklyn, New York. The program's main objective was to enable LEP students to function successfully in terms of language achievement and…

Socially disadvantaged Israeli children in grades three or six were paired with university student tutors. Mathematics and reading achievement were measured after one year of tutoring, two years of tutoring, or no intervention. One year of tutoring yielded some gains; however, a second year did not increment them. (Author/GDC)

Argues that methods of assessing effectiveness of university supplemental instruction (SI) programs (in which successful students provide additional instruction to students in high-risk courses) have been inadequate. Suggests ways of isolating SI effects on student achievement, and recommends broadening research methods to include qualitative…

To test the long-range effectiveness of its ESEA Title III-sponsored program, officials of the Logan-Cache County Tutorial Center tested students served by the program 1 and 2 years after participation. The students, originally identified as underachievers, had been tutored in one-to-one or one-to-three tutoring situations or had been part of a…